A critical analysis of problems encountered by senior secondary school pupils in the reading and interpretation of 1:50,000 topographical maps and aerial photographs with special reference to black pupils in Transkei
- Authors: Ndlwana, Monica
- Date: 1992
- Subjects: Maps -- Study and teaching (Secondary) Geography -- South Africa -- Transkei -- Study and teaching (Secondary) Black people -- Education -- South Africa -- Transkei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1470 , http://hdl.handle.net/10962/d1003351
- Description: Mapwork is an established part of the geography curriculum, and yet it poses particular problems for pupils and teachers. Maps participate in a complex system of graphic communication: the conceptual abstraction involved in the reading and interpretation of maps requires on the part of pupils a high degree of cognitive and perceptual development; teachers, too, often experience considerable difficulty in imparting the skills necessary for graphic literacy (graphicacy). The peculiar difficulties associated with map reading and the poor performance of pupils in this area have regrettably encouraged an attitude which dismisses mapwork as irrelevant or dispensable in geographical education. Yet graphicacy is essential not only in the learning of geography but in the overall cognitive development of the child, and therefore cannot be excluded from the curriculum. This study attempts to identify some of the specific difficulties experienced by pupils in their attempts to read and interpret maps, and to trace the origin of these difficulties. It argues that the complexity and sophistication of the skills necessary to interpret topographical maps and aerial photographs, for instance, should not be underestimated. Teachers need to be made aware of how pupils acquire map reading skills and of the problems they encounter during this process, so that teaching programmes commensurate with pupils' level of cognitive development can be formulated. It is also important that mapwork be taught in as practical a manner as possible. The findings and recommendations of this study have implications for geography teachers, textbook writers and educational authorities, especially those involved in curriculum and syllabus design.
- Full Text:
- Date Issued: 1992
- Authors: Ndlwana, Monica
- Date: 1992
- Subjects: Maps -- Study and teaching (Secondary) Geography -- South Africa -- Transkei -- Study and teaching (Secondary) Black people -- Education -- South Africa -- Transkei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1470 , http://hdl.handle.net/10962/d1003351
- Description: Mapwork is an established part of the geography curriculum, and yet it poses particular problems for pupils and teachers. Maps participate in a complex system of graphic communication: the conceptual abstraction involved in the reading and interpretation of maps requires on the part of pupils a high degree of cognitive and perceptual development; teachers, too, often experience considerable difficulty in imparting the skills necessary for graphic literacy (graphicacy). The peculiar difficulties associated with map reading and the poor performance of pupils in this area have regrettably encouraged an attitude which dismisses mapwork as irrelevant or dispensable in geographical education. Yet graphicacy is essential not only in the learning of geography but in the overall cognitive development of the child, and therefore cannot be excluded from the curriculum. This study attempts to identify some of the specific difficulties experienced by pupils in their attempts to read and interpret maps, and to trace the origin of these difficulties. It argues that the complexity and sophistication of the skills necessary to interpret topographical maps and aerial photographs, for instance, should not be underestimated. Teachers need to be made aware of how pupils acquire map reading skills and of the problems they encounter during this process, so that teaching programmes commensurate with pupils' level of cognitive development can be formulated. It is also important that mapwork be taught in as practical a manner as possible. The findings and recommendations of this study have implications for geography teachers, textbook writers and educational authorities, especially those involved in curriculum and syllabus design.
- Full Text:
- Date Issued: 1992
A critical analysis of school computer studies syllabuses in South Africa with reference to university computer science curricula
- Authors: Roets, Rina Annette
- Date: 1992
- Subjects: Electronic data processing -- Study and teaching (Secondary) -- South Africa Electronic data processing -- Study and teaching (Higher) -- South Africa Electronic data processing -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1471 , http://hdl.handle.net/10962/d1003352
- Description: This thesis analyses the existing and proposed Computer Studies syllabuses in South African schools. Thereafter it compares the South African syllabuses with syllabuses in the United Kingdom. An attempt is made to assess the objectives of the design of the new S.A. syllabus. University Computer Science syllabuses are examined in order to gauge the purported overlap between what is taught at schools and universities. Opinions are obtained on the problems which apparently exist in offering or teaching the subject at schools and universities by conducting surveys on syllabus designers and university Computer Science departments. Finally recommendations are made for future Computer Studies syllabuses.
- Full Text:
- Date Issued: 1992
- Authors: Roets, Rina Annette
- Date: 1992
- Subjects: Electronic data processing -- Study and teaching (Secondary) -- South Africa Electronic data processing -- Study and teaching (Higher) -- South Africa Electronic data processing -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1471 , http://hdl.handle.net/10962/d1003352
- Description: This thesis analyses the existing and proposed Computer Studies syllabuses in South African schools. Thereafter it compares the South African syllabuses with syllabuses in the United Kingdom. An attempt is made to assess the objectives of the design of the new S.A. syllabus. University Computer Science syllabuses are examined in order to gauge the purported overlap between what is taught at schools and universities. Opinions are obtained on the problems which apparently exist in offering or teaching the subject at schools and universities by conducting surveys on syllabus designers and university Computer Science departments. Finally recommendations are made for future Computer Studies syllabuses.
- Full Text:
- Date Issued: 1992
A critical analysis of selected teachers’ perceptions and experiences of the role that visualisation processes play in their Van Hiele level 1 teaching to migrate their learners to the next Van Hiele level
- Authors: Munichinga, Ben Muyambango
- Date: 2019
- Subjects: Hiele, Pierre M. van. Structure and insight , Visualization , Mathematics -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia , Mathematics -- Study and teaching (Secondary) -- Activity programs -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96735 , vital:31313
- Description: Learning is a process that involves building on prior knowledge, enriching and exchanging existing understanding where learners’ knowledge base is scaffolded in the construction of knowledge. Research on the teaching and learning of geometry in mathematics suggests that physical manipulation experiences, especially of shapes, is an important process in learning at all ages. The focus of the study was the migration of Grade 8 learners from one Van Hiele level to the next as a result of teachers incorporating visualisation processes and Van Hiele phases of instructions in their teaching. The study underpinned by the social constructivist’s theory, therefore aimed at teachers developing visual materials and using Van Hiele’s phases of instruction to teach two dimensional figures in Geometry. The study was carried out in Namibia, Zambezi region in Bukalo circuit. It involved four schools, with 93 learners and three teacher participants. The research is an interpretive case study of a planned intervention programme, which took a four weeks to complete. Participating learners wrote a Van Hiele Geometric test prior and post the intervention programme to determine their geometric level of thought. Participating teachers all received training on visualisation in mathematics and the Van Hiele theory before the intervention. During the intervention, teacher planned and each taught three lessons on two-dimensional figures. Qualitative data was collected from classroom observation, stimulus recall interviews and focus group interviews. Quantitative data came from the pre and post-test of learners. This study found that on average, Grade 8 learners who participated in the study were operating at levels lower than expected of pupils at their stage of schooling. This study also found that, visualisation processes and the Van Hiele phases are effective when used in geometry lessons to migrate learners from lower Van Hiele levels to higher. For teachers in the same circuit, partnership and planning of difficult topics on an agreed regular basis is recommended. When planning lessons teachers are encouraged to take advantage of the Van Hiele phases of instructions. This study thus recommends the incorporation of visualisation strategies of teaching geometry in particular at primary and lower secondary levels. Mathematics teachers are further encouraged to design visual materials such as Geoboards to use for every topic in geometry. Such visual materials should be carefully developed and evaluated to ensure that their use in the classroom is effectively linked to concepts under discussion in a given lesson.
- Full Text:
- Date Issued: 2019
- Authors: Munichinga, Ben Muyambango
- Date: 2019
- Subjects: Hiele, Pierre M. van. Structure and insight , Visualization , Mathematics -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia , Mathematics -- Study and teaching (Secondary) -- Activity programs -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96735 , vital:31313
- Description: Learning is a process that involves building on prior knowledge, enriching and exchanging existing understanding where learners’ knowledge base is scaffolded in the construction of knowledge. Research on the teaching and learning of geometry in mathematics suggests that physical manipulation experiences, especially of shapes, is an important process in learning at all ages. The focus of the study was the migration of Grade 8 learners from one Van Hiele level to the next as a result of teachers incorporating visualisation processes and Van Hiele phases of instructions in their teaching. The study underpinned by the social constructivist’s theory, therefore aimed at teachers developing visual materials and using Van Hiele’s phases of instruction to teach two dimensional figures in Geometry. The study was carried out in Namibia, Zambezi region in Bukalo circuit. It involved four schools, with 93 learners and three teacher participants. The research is an interpretive case study of a planned intervention programme, which took a four weeks to complete. Participating learners wrote a Van Hiele Geometric test prior and post the intervention programme to determine their geometric level of thought. Participating teachers all received training on visualisation in mathematics and the Van Hiele theory before the intervention. During the intervention, teacher planned and each taught three lessons on two-dimensional figures. Qualitative data was collected from classroom observation, stimulus recall interviews and focus group interviews. Quantitative data came from the pre and post-test of learners. This study found that on average, Grade 8 learners who participated in the study were operating at levels lower than expected of pupils at their stage of schooling. This study also found that, visualisation processes and the Van Hiele phases are effective when used in geometry lessons to migrate learners from lower Van Hiele levels to higher. For teachers in the same circuit, partnership and planning of difficult topics on an agreed regular basis is recommended. When planning lessons teachers are encouraged to take advantage of the Van Hiele phases of instructions. This study thus recommends the incorporation of visualisation strategies of teaching geometry in particular at primary and lower secondary levels. Mathematics teachers are further encouraged to design visual materials such as Geoboards to use for every topic in geometry. Such visual materials should be carefully developed and evaluated to ensure that their use in the classroom is effectively linked to concepts under discussion in a given lesson.
- Full Text:
- Date Issued: 2019
A critical analysis of the application of total quality management principles in two schools
- Authors: Carlson, Brian Kenneth
- Date: 1996
- Subjects: Total quality management School management and organization -- Case studies School management and organization -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1472 , http://hdl.handle.net/10962/d1003353
- Description: In recent years, the principles of Total Quality Management, developed by Edwards Deming and others and used with varying degrees of success in the business world, have been used in schools as part of the process to transform education in terms of school management and classroom learning. This research grew out of my experiences when St. Andrew's Preparatory School participated in a Total Quality Management training programme which highlighted for me the problems and the benefits of such training. This research was undertaken, therefore, to find out how two other schools - one a high school in Grahamstown and the other a high school in Clarke County, U.S.A. had responded to similar training. Open ended questionnaires were used and the responses were analyzed to detect patterns of thoughts, feelings and attitudes, particularly in terms of human relationships at the school and with regard to various components of school culture. Comparisons were also made between the responses from the two schools, and the findings were compared with the claims made for TQM by the theorists and other educational practitioners who have ventured into TQM in their schools. The research findings indicate that Total Quality Management training had a positive impact on the participating schools but that there are problems associated with its adaptation for education. Given the necessary leadership commitment, however, these problems are not insurmountable. Total Quality Management may well be able to contribute towards the restructing of education which seems to be more and more urgently needed both in South Africa and in their countries.
- Full Text:
- Date Issued: 1996
- Authors: Carlson, Brian Kenneth
- Date: 1996
- Subjects: Total quality management School management and organization -- Case studies School management and organization -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1472 , http://hdl.handle.net/10962/d1003353
- Description: In recent years, the principles of Total Quality Management, developed by Edwards Deming and others and used with varying degrees of success in the business world, have been used in schools as part of the process to transform education in terms of school management and classroom learning. This research grew out of my experiences when St. Andrew's Preparatory School participated in a Total Quality Management training programme which highlighted for me the problems and the benefits of such training. This research was undertaken, therefore, to find out how two other schools - one a high school in Grahamstown and the other a high school in Clarke County, U.S.A. had responded to similar training. Open ended questionnaires were used and the responses were analyzed to detect patterns of thoughts, feelings and attitudes, particularly in terms of human relationships at the school and with regard to various components of school culture. Comparisons were also made between the responses from the two schools, and the findings were compared with the claims made for TQM by the theorists and other educational practitioners who have ventured into TQM in their schools. The research findings indicate that Total Quality Management training had a positive impact on the participating schools but that there are problems associated with its adaptation for education. Given the necessary leadership commitment, however, these problems are not insurmountable. Total Quality Management may well be able to contribute towards the restructing of education which seems to be more and more urgently needed both in South Africa and in their countries.
- Full Text:
- Date Issued: 1996
A critical analysis of the examining of poetry in the English First Language Higher Grade course at senior secondary level in Cape Education Department schools
- Authors: Clarke, Linda Colleen
- Date: 1993
- Subjects: Examinations -- South Africa -- Evaluation English poetry -- Examinations English poetry -- Study and teaching (Secondary -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1473 , http://hdl.handle.net/10962/d1003354
- Description: The study of poetry has become entrenched in most secondary school English syllabuses, including the English First Language Higher Grade syllabus of the Cape Education Department. This acceptance of poetry as a part of the formal academic programme has, however, been accompanied by a demand that could be considered contrary to the spirit of poetry: that an examination should conclude the study. The problem is exacerbated if this examination is set and controlled by an external body, since the nature and objectives of a standardised, mass examination frequently conflict sharply with the aims of studying poetry. The implications of such control over the examining of poetry go beyond this, however. These include the defining and narrowing of the course of study by means of lists of prescribed poems selected by a committee often far removed from the world of the candidates and the significant combined effect of these lists and the style of questioning adopted by the external examiners on methods of teaching. Furthermore, the influence of the external examination is not restricted to the final year of study; the approach to poetry during the entire senior secondary course (of three years) tends to conform to the pattern laid down by the final examination paper. This domination of the external examination over the study of poetry is acknowledged but not condoned. There is undoubtedly a need for further research into alternative ways of assessing a poetry course. In the face of reality, however, this study seeks to identify and analyse the many features of external control that influence the study of poetry; and to consider ways in which examinations in poetry can be devised, approached and used to the best effect in order to fulfil the aims of studying poetry. The most important of these aims are held to be the pleasure and enjoyment of personal engagement with a poem, where there is a meeting of minds, a generation and deepening of emotion and feeling, extension of awareness and stimulation of imagination.
- Full Text: false
- Date Issued: 1993
- Authors: Clarke, Linda Colleen
- Date: 1993
- Subjects: Examinations -- South Africa -- Evaluation English poetry -- Examinations English poetry -- Study and teaching (Secondary -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1473 , http://hdl.handle.net/10962/d1003354
- Description: The study of poetry has become entrenched in most secondary school English syllabuses, including the English First Language Higher Grade syllabus of the Cape Education Department. This acceptance of poetry as a part of the formal academic programme has, however, been accompanied by a demand that could be considered contrary to the spirit of poetry: that an examination should conclude the study. The problem is exacerbated if this examination is set and controlled by an external body, since the nature and objectives of a standardised, mass examination frequently conflict sharply with the aims of studying poetry. The implications of such control over the examining of poetry go beyond this, however. These include the defining and narrowing of the course of study by means of lists of prescribed poems selected by a committee often far removed from the world of the candidates and the significant combined effect of these lists and the style of questioning adopted by the external examiners on methods of teaching. Furthermore, the influence of the external examination is not restricted to the final year of study; the approach to poetry during the entire senior secondary course (of three years) tends to conform to the pattern laid down by the final examination paper. This domination of the external examination over the study of poetry is acknowledged but not condoned. There is undoubtedly a need for further research into alternative ways of assessing a poetry course. In the face of reality, however, this study seeks to identify and analyse the many features of external control that influence the study of poetry; and to consider ways in which examinations in poetry can be devised, approached and used to the best effect in order to fulfil the aims of studying poetry. The most important of these aims are held to be the pleasure and enjoyment of personal engagement with a poem, where there is a meeting of minds, a generation and deepening of emotion and feeling, extension of awareness and stimulation of imagination.
- Full Text: false
- Date Issued: 1993
A critical analysis of the importance of oracy in the classroom, with particular reference to secondary schools in the Cape Education Department
- Authors: Malherbe, Neil
- Date: 1995
- Subjects: Communication in education Verbal behavior Oral communication Discussion -- Study and teaching Classroom management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1474 , http://hdl.handle.net/10962/d1003355
- Description: In the past thirty years, oracy has received prominence as a means to enhance teaching styles and assist with learning. Much of what has been written in this field has been by those interested in a 'language across the curriculum' approach, such as Barnes (1969) who developed the terms 'exploratory talk' and 'final draft talk'. The linguist, M.A.K. Halliday {1989} and others have suggested that the teacher's approach should be to encourage what he terms 'heuristic talk' i.e. relatively unstructured exploratory language used by the pupils in talking towards an understanding of a concept. It is more evident in certain school subjects that pupils may have difficulty in understanding abstract or complex concepts. In this regard, English, mathematics and physical science were selected for the purpose of this study, as each has its own metalanguage, specific to that subject. It is presumed that some pupils may find difficulty in these subjects because of the subject-specific language inherent in each. This work explores whether a programme of increased oracy alleviates some of these problems and it makes recommendations for the implementation of such a programme. The period involved for the purpose of this study was five weeks, during which teachers of three selected classes presented lessons in such a way that oral work was stressed. At the completion of this programme, a test was written for comparison with past experiences. Pupils answered a comprehensive questionnaire and staff involved were interviewed; the results of this feedback, in conjunction with what has been written by others in this field, forms the basis for this work. The primary recommendation emerging from this and other studies is that a shift away from a teacher-/ and textbook-dominated approach is necessary. Pupils need to contextualise knowledge in their own terms. One important way of accomplishing this is by affording them theopportunity to interact orally with each other and with the teacher.
- Full Text:
- Date Issued: 1995
- Authors: Malherbe, Neil
- Date: 1995
- Subjects: Communication in education Verbal behavior Oral communication Discussion -- Study and teaching Classroom management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1474 , http://hdl.handle.net/10962/d1003355
- Description: In the past thirty years, oracy has received prominence as a means to enhance teaching styles and assist with learning. Much of what has been written in this field has been by those interested in a 'language across the curriculum' approach, such as Barnes (1969) who developed the terms 'exploratory talk' and 'final draft talk'. The linguist, M.A.K. Halliday {1989} and others have suggested that the teacher's approach should be to encourage what he terms 'heuristic talk' i.e. relatively unstructured exploratory language used by the pupils in talking towards an understanding of a concept. It is more evident in certain school subjects that pupils may have difficulty in understanding abstract or complex concepts. In this regard, English, mathematics and physical science were selected for the purpose of this study, as each has its own metalanguage, specific to that subject. It is presumed that some pupils may find difficulty in these subjects because of the subject-specific language inherent in each. This work explores whether a programme of increased oracy alleviates some of these problems and it makes recommendations for the implementation of such a programme. The period involved for the purpose of this study was five weeks, during which teachers of three selected classes presented lessons in such a way that oral work was stressed. At the completion of this programme, a test was written for comparison with past experiences. Pupils answered a comprehensive questionnaire and staff involved were interviewed; the results of this feedback, in conjunction with what has been written by others in this field, forms the basis for this work. The primary recommendation emerging from this and other studies is that a shift away from a teacher-/ and textbook-dominated approach is necessary. Pupils need to contextualise knowledge in their own terms. One important way of accomplishing this is by affording them theopportunity to interact orally with each other and with the teacher.
- Full Text:
- Date Issued: 1995
A critical analysis of the in-service education courses offered at Trinset, with particular reference to Geography
- Mniki, Felicia Nobesuthu Vuyiswa
- Authors: Mniki, Felicia Nobesuthu Vuyiswa
- Date: 2000
- Subjects: Teachers -- In-service training -- South Africa Geography teachers -- In-service training -- South Africa Transkei Teachers' In-service College
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1475 , http://hdl.handle.net/10962/d1003356
- Description: The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.
- Full Text:
- Date Issued: 2000
- Authors: Mniki, Felicia Nobesuthu Vuyiswa
- Date: 2000
- Subjects: Teachers -- In-service training -- South Africa Geography teachers -- In-service training -- South Africa Transkei Teachers' In-service College
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1475 , http://hdl.handle.net/10962/d1003356
- Description: The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.
- Full Text:
- Date Issued: 2000
A critical investigation into the managerial implications of inclusive education
- Authors: Cloete, Sanet
- Date: 2002
- Subjects: School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1477 , http://hdl.handle.net/10962/d1003358
- Description: Special needs education has always provided special challenges to school administrators, policy makers and teachers. The world-wide move towards inclusive education as an alternative to exclusive education or casual mainstreaming has resulted in significant developments in Namibia in the past decade. Global educational reforms have focused on education for all as well as inclusive education and Namibia is signatory to several conventions and declarations in this regard. Research in this field has largely focused on the role of the inclusive teacher, and of course the special needs of the learners. Little or no attention has been paid to possible managerial and organisational challenges which accompany the move to inclusive education. This thesis seeks to critically investigate the managerial implications of inclusive education. The focal point of this research is to gain a clear understanding of the managerial implications in an inclusive school for learners with visual impairment, chiefly through an exploration of the experiences of management members of the inclusive process. The research is located within a qualitative research paradigm, which is subsumed by a phenomenological model. The data gathered through in-depth interviews include many anecdotal accounts that provide insight into the ways respondents reacted to experiences at the inclusive school. The main findings of the research are highlighted and discussed. Recommendations arising from a critical analysis of these main findings are presented.
- Full Text:
- Date Issued: 2002
- Authors: Cloete, Sanet
- Date: 2002
- Subjects: School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1477 , http://hdl.handle.net/10962/d1003358
- Description: Special needs education has always provided special challenges to school administrators, policy makers and teachers. The world-wide move towards inclusive education as an alternative to exclusive education or casual mainstreaming has resulted in significant developments in Namibia in the past decade. Global educational reforms have focused on education for all as well as inclusive education and Namibia is signatory to several conventions and declarations in this regard. Research in this field has largely focused on the role of the inclusive teacher, and of course the special needs of the learners. Little or no attention has been paid to possible managerial and organisational challenges which accompany the move to inclusive education. This thesis seeks to critically investigate the managerial implications of inclusive education. The focal point of this research is to gain a clear understanding of the managerial implications in an inclusive school for learners with visual impairment, chiefly through an exploration of the experiences of management members of the inclusive process. The research is located within a qualitative research paradigm, which is subsumed by a phenomenological model. The data gathered through in-depth interviews include many anecdotal accounts that provide insight into the ways respondents reacted to experiences at the inclusive school. The main findings of the research are highlighted and discussed. Recommendations arising from a critical analysis of these main findings are presented.
- Full Text:
- Date Issued: 2002
A critical investigation into the process of negotiating a mathematics education curriculum with pre-service teachers
- Authors: Westaway, Lise
- Date: 2005
- Subjects: Teacher participation in curriculum planning -- South Africa Curriculum planning -- South Africa Curriculum change -- South Africa Mathematics -- Study and teaching -- South Africa Teachers -- Training of -- South Africa Mathematics teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1826 , http://hdl.handle.net/10962/d1003712
- Description: It's almost like a dinner party and a buffet. A dinner party you get dished up stuff and you eat it and a buffet you can choose what you want out of a range of stuff. I mean think about it when you go to a dinner party- they always dish up something you don't like and you don't want to eat it anyway. It's the same if you have a lecturer in the front that just dishes out what you're going to learn, ... you have to learn it. But in terms of the curriculum negotiation process, I've got to choose what I wanted to leam. (Melissa II 27/11/01: 3) This thesis focuses on the process of negotiating the curriculum with twelve pre-service teachers registered for the Bachelor of Education (Primary) Degree during their Mathematics Education Course in their third year of study. The research is presented methodologically as an action research located within two paradigmatic positions, interpretive and critical. The research attempted to understand, interpret and critique the process of curriculum negotiation within the context of teacher education in South Africa In order to understand the negotiated curriculum process, experiences of the participants are presented through the use of their voices within the thesis. The interpretation is based on the construction and reconstruction of meaning during the enactment of the negotiated curriculum process and during the writing and reviewing of this thesis. The critique is rooted in the historical, cultural and social contexts of both the students and the author. The main contention of this thesis is that curriculum negotiation is not necessarily a suitable vehicle for developing a critical pedagogy in pre-service teacher education when all the participants form a homogenous group in this case, white middle-class women. The democratic values promoted within the context of our curriculum negotiation were fraught with dilemmas and entrenched the values of western liberalism. At most, the curriculum negotiation process and the development of a democratic learning environment, promoted a conscientisation at an individual level, namely a ' transformation of consciousness' . The democratic values promoted in our pedagogy were not sufficient in bringing about social change, a 'transformation for social action'.
- Full Text:
- Date Issued: 2005
- Authors: Westaway, Lise
- Date: 2005
- Subjects: Teacher participation in curriculum planning -- South Africa Curriculum planning -- South Africa Curriculum change -- South Africa Mathematics -- Study and teaching -- South Africa Teachers -- Training of -- South Africa Mathematics teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1826 , http://hdl.handle.net/10962/d1003712
- Description: It's almost like a dinner party and a buffet. A dinner party you get dished up stuff and you eat it and a buffet you can choose what you want out of a range of stuff. I mean think about it when you go to a dinner party- they always dish up something you don't like and you don't want to eat it anyway. It's the same if you have a lecturer in the front that just dishes out what you're going to learn, ... you have to learn it. But in terms of the curriculum negotiation process, I've got to choose what I wanted to leam. (Melissa II 27/11/01: 3) This thesis focuses on the process of negotiating the curriculum with twelve pre-service teachers registered for the Bachelor of Education (Primary) Degree during their Mathematics Education Course in their third year of study. The research is presented methodologically as an action research located within two paradigmatic positions, interpretive and critical. The research attempted to understand, interpret and critique the process of curriculum negotiation within the context of teacher education in South Africa In order to understand the negotiated curriculum process, experiences of the participants are presented through the use of their voices within the thesis. The interpretation is based on the construction and reconstruction of meaning during the enactment of the negotiated curriculum process and during the writing and reviewing of this thesis. The critique is rooted in the historical, cultural and social contexts of both the students and the author. The main contention of this thesis is that curriculum negotiation is not necessarily a suitable vehicle for developing a critical pedagogy in pre-service teacher education when all the participants form a homogenous group in this case, white middle-class women. The democratic values promoted within the context of our curriculum negotiation were fraught with dilemmas and entrenched the values of western liberalism. At most, the curriculum negotiation process and the development of a democratic learning environment, promoted a conscientisation at an individual level, namely a ' transformation of consciousness' . The democratic values promoted in our pedagogy were not sufficient in bringing about social change, a 'transformation for social action'.
- Full Text:
- Date Issued: 2005
A critical investigation of a Future Search Conference as a planned organisational change initiative within the National Health Training Network in Namibia
- Authors: Hausiku, Marthina Ndahepa
- Date: 2006
- Subjects: Future Search Conference National Health Training Network Organizational change -- Namibia Research -- Methodology Interviewing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1478 , http://hdl.handle.net/10962/d1003359
- Description: “The world is changing faster than the experts” (Weisbord & Janoff, 2000:xi). Change, according to Meyer & Botha (2000:223), is the movement of people from a current state to a defined, different, improved and desired new state. Change is needed in all organisations because it has direct influence on the organisation’s performance, and the National Health Training Network in Namibia is no exception. The Future Search Conference as a powerful organisation development strategy, can help people transform their capacity for action. The National Health Training Network (NHTN), like any other institution, has been experiencing some managerial/administrative problems. I, being a member of the NHTN, together with most of the organisation, was faced with the challenge of not knowing what to do. Learning about approaches that might help organisations to develop, concepts such as organisation development in general and Future Search in particular, I developed an interest especially in the Future Search Conference. My interest was based on successful developmental stories of Future Search Conferences in organisations across the world. I decided to introduce the Future Search Conference to our organisation, which I thought might be a remedy for our problems at a later stage. The aim of the study was to investigate participants' experiences and the perception of the Future Search Conference as an approach to organisational change, through interviews. The study found that Future Search was a new concept/approach to the NHTN as well as to the whole Ministry, and it is different from the traditional strategic planning. The difference is seen in the way Future Search involves all stakeholders in issues of concern, while strategic planning involves only managers. The responses revealed the willingness of participants to implement the Future Search Conference in their organisation. Data also revealed, however, that it was not clear how ready the managers were to carry out this task, as they are the gatekeepers. Participants suggested a separate Future Search Conference with managers, to sensitise them to the approach, so that they can see whether it addresses the values and goals of the organisation and can be implemented for developmental purposes.
- Full Text:
- Date Issued: 2006
- Authors: Hausiku, Marthina Ndahepa
- Date: 2006
- Subjects: Future Search Conference National Health Training Network Organizational change -- Namibia Research -- Methodology Interviewing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1478 , http://hdl.handle.net/10962/d1003359
- Description: “The world is changing faster than the experts” (Weisbord & Janoff, 2000:xi). Change, according to Meyer & Botha (2000:223), is the movement of people from a current state to a defined, different, improved and desired new state. Change is needed in all organisations because it has direct influence on the organisation’s performance, and the National Health Training Network in Namibia is no exception. The Future Search Conference as a powerful organisation development strategy, can help people transform their capacity for action. The National Health Training Network (NHTN), like any other institution, has been experiencing some managerial/administrative problems. I, being a member of the NHTN, together with most of the organisation, was faced with the challenge of not knowing what to do. Learning about approaches that might help organisations to develop, concepts such as organisation development in general and Future Search in particular, I developed an interest especially in the Future Search Conference. My interest was based on successful developmental stories of Future Search Conferences in organisations across the world. I decided to introduce the Future Search Conference to our organisation, which I thought might be a remedy for our problems at a later stage. The aim of the study was to investigate participants' experiences and the perception of the Future Search Conference as an approach to organisational change, through interviews. The study found that Future Search was a new concept/approach to the NHTN as well as to the whole Ministry, and it is different from the traditional strategic planning. The difference is seen in the way Future Search involves all stakeholders in issues of concern, while strategic planning involves only managers. The responses revealed the willingness of participants to implement the Future Search Conference in their organisation. Data also revealed, however, that it was not clear how ready the managers were to carry out this task, as they are the gatekeepers. Participants suggested a separate Future Search Conference with managers, to sensitise them to the approach, so that they can see whether it addresses the values and goals of the organisation and can be implemented for developmental purposes.
- Full Text:
- Date Issued: 2006
A critical investigation of a planned organisation change initiative within an educational institution in the Eastern Cape Province
- Authors: Irvine, Margaret Hillian
- Date: 2000
- Subjects: School management and organization -- South Africa -- Evaluation Education and state Educational change -- South Africa -- Eastern Cape Education -- Economic aspects Organizational change -- South Africa -- Management Non-governmental organizations -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1479 , http://hdl.handle.net/10962/d1003360
- Description: South Africa is living is turbulent times at present. Non-government educational organisations are challenged by changes in education policy and by scarcity of donor funding for their work. This study focuses on the management of organisation change in a non-government organisation (NGO) working in rural areas of the Eastern Cape Province. I undertook the research to gain a clearer understanding of the management of organisational change. I used a third-wave change management approach, the future search conference, to conduct the process of change with the NGO. It focuses on the positive aspects of the organisation, its potential and its desired future. I conducted both the study and the future search conference as participatory action research, which involved the participants in the cycles of planning, action, observation and reflection and thus built ownership of the solutions they generated. I used the accounts of the activities arising from the future search conference, minutes of meetings, semistructured interviews and observation of behaviour to gather data. I analysed the data using triangulation, and in particular, space triangulation, to minimise the impact of the differences in culture and language use in the facilitator and participants. Analysis of the data collected revealed in the NGO that change and transformation are slow processes requiring ongoing support from the OD consultant. The staff defined organisational effectiveness, the goal of organisational change initiatives, in terms of fundraising ability. This ability embraces many of the qualities of a learning organisation and open systems thinking, two requirements for successful organisational change. In the NGO both organisation development and transformation were processes as well as products, and changes could not easily be measured until after the processes were completed. Organisational culture, and in particular the juxtaposition of the values of the organisation and staff and those of its partners and clients, played an important role in transformation. The differences lay in a ‘being’ and a ‘task’ orientation and the staff’s responsibility lay in building connections between the two. The staff received the approach of the future search conference well and there was an equally good fit between the future search conference and participatory action research. This needs to be investigated further with regard to change management in South African organisations.
- Full Text:
- Date Issued: 2000
- Authors: Irvine, Margaret Hillian
- Date: 2000
- Subjects: School management and organization -- South Africa -- Evaluation Education and state Educational change -- South Africa -- Eastern Cape Education -- Economic aspects Organizational change -- South Africa -- Management Non-governmental organizations -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1479 , http://hdl.handle.net/10962/d1003360
- Description: South Africa is living is turbulent times at present. Non-government educational organisations are challenged by changes in education policy and by scarcity of donor funding for their work. This study focuses on the management of organisation change in a non-government organisation (NGO) working in rural areas of the Eastern Cape Province. I undertook the research to gain a clearer understanding of the management of organisational change. I used a third-wave change management approach, the future search conference, to conduct the process of change with the NGO. It focuses on the positive aspects of the organisation, its potential and its desired future. I conducted both the study and the future search conference as participatory action research, which involved the participants in the cycles of planning, action, observation and reflection and thus built ownership of the solutions they generated. I used the accounts of the activities arising from the future search conference, minutes of meetings, semistructured interviews and observation of behaviour to gather data. I analysed the data using triangulation, and in particular, space triangulation, to minimise the impact of the differences in culture and language use in the facilitator and participants. Analysis of the data collected revealed in the NGO that change and transformation are slow processes requiring ongoing support from the OD consultant. The staff defined organisational effectiveness, the goal of organisational change initiatives, in terms of fundraising ability. This ability embraces many of the qualities of a learning organisation and open systems thinking, two requirements for successful organisational change. In the NGO both organisation development and transformation were processes as well as products, and changes could not easily be measured until after the processes were completed. Organisational culture, and in particular the juxtaposition of the values of the organisation and staff and those of its partners and clients, played an important role in transformation. The differences lay in a ‘being’ and a ‘task’ orientation and the staff’s responsibility lay in building connections between the two. The staff received the approach of the future search conference well and there was an equally good fit between the future search conference and participatory action research. This needs to be investigated further with regard to change management in South African organisations.
- Full Text:
- Date Issued: 2000
A critical investigation of conflict management : a case study of a Namibian institution
- Authors: Uiras, Hilja
- Date: 1999
- Subjects: Conflict management -- Namibia Conflict management -- Study and teaching Culture conflict Social conflict Conflict management -- Namibia -- Case studies Conflict management -- Study and teaching -- Case studies Culture conflict -- Namibia -- Case studies Social conflict -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1480 , http://hdl.handle.net/10962/d1003361
- Description: This study is a qualitative interpretative study of conflict management in a multicultural Namibian institution. The focus of the study is to understand how individual people in a particular organization perceive conflict, the possible sources of conflict as well as to explore the possible strategies of managing conflict. This is followed by an analysis of the general educational cultural and social characteristics of Namibia, which relate to the sources of conflict. I also make an attempt to have a deeper understanding of people from different cultural and educational backgrounds in viewing conflict and how these differences might be seen as major sources of conflict and how they deal with it - by using a case study approach. I interviewed 5 participants from different cultural backgrounds. The major research methodology I used in this study is in-depth interviews that allowed me to explore people's understanding of, attitudes to and views on conflict. I supplemented the interviews with participant observation, which allowed me to get first-hand information on how people interact socially and in meetings in order to explore possible sources and existence of conflict in meetings and how the staff dealt with it. Furthermore, I tried as much as possible to observe daily activities as an observer. People interviewed have different perceptions about conflict. Some use conflict to their advantage to arouse discussion and stimulate creative thinking. Some people find conflict to be a burden, something to be minimized. This avoidance leads to poor decisions and poor use of teams as a way to improve both decision making and acceptance of the decisions that are made. Cultural differences among staff and the process of reform emerge as the major sources of conflict. Whether a conflict will result in negative or positive consequences, or both, will depend to a large part on the strategy taken to resolve the conflict.
- Full Text:
- Date Issued: 1999
- Authors: Uiras, Hilja
- Date: 1999
- Subjects: Conflict management -- Namibia Conflict management -- Study and teaching Culture conflict Social conflict Conflict management -- Namibia -- Case studies Conflict management -- Study and teaching -- Case studies Culture conflict -- Namibia -- Case studies Social conflict -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1480 , http://hdl.handle.net/10962/d1003361
- Description: This study is a qualitative interpretative study of conflict management in a multicultural Namibian institution. The focus of the study is to understand how individual people in a particular organization perceive conflict, the possible sources of conflict as well as to explore the possible strategies of managing conflict. This is followed by an analysis of the general educational cultural and social characteristics of Namibia, which relate to the sources of conflict. I also make an attempt to have a deeper understanding of people from different cultural and educational backgrounds in viewing conflict and how these differences might be seen as major sources of conflict and how they deal with it - by using a case study approach. I interviewed 5 participants from different cultural backgrounds. The major research methodology I used in this study is in-depth interviews that allowed me to explore people's understanding of, attitudes to and views on conflict. I supplemented the interviews with participant observation, which allowed me to get first-hand information on how people interact socially and in meetings in order to explore possible sources and existence of conflict in meetings and how the staff dealt with it. Furthermore, I tried as much as possible to observe daily activities as an observer. People interviewed have different perceptions about conflict. Some use conflict to their advantage to arouse discussion and stimulate creative thinking. Some people find conflict to be a burden, something to be minimized. This avoidance leads to poor decisions and poor use of teams as a way to improve both decision making and acceptance of the decisions that are made. Cultural differences among staff and the process of reform emerge as the major sources of conflict. Whether a conflict will result in negative or positive consequences, or both, will depend to a large part on the strategy taken to resolve the conflict.
- Full Text:
- Date Issued: 1999
A critical investigation of leadership in a Technical, Vocational Education and Training college in the Eastern Cape
- Authors: Chagi, Nonkonzo
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/140045 , vital:37827
- Description: Far-reaching reforms of the TVET college system – including a merger and frequent revisioning of the colleges’ role in the educational landscape of South Africa – have focused renewed attention on this sector. The fact that the sector has been plagued by poor performance – even to the extent that several colleges have been placed under administration – suggests problems at the level of leadership. This study sought to explore key role-players’ understanding of the leadership and management challenges faced by a TVET college and, by examining responses to these challenges, develop a sense of what leadership means in the sector. The study drew on three leadership theories – distributed leadership, transactional leadership as depicted in political models of management, and critical leadership – to help make sense of the findings. A qualitative case study design was used to explore key respondents’ views and lived experiences. The respondents were the principal, two deputy principals, a council member, three campus managers and a programme head. Interviews, questionnaires and document analysis were the chief data collection tools. The study found that critical leadership was the dominant approach at the college. This was revealed in the college leadership’s awareness of broader societal needs and its own role in operating in a socially just manner. College leadership also revealed signs of rejecting the status quo and opposing state control and bureaucracy, in favour of reactionary initiatives. There was limited evidence of distributed and transactional leadership. In fact, ‘leadership’ as such, seemed not to be part of the college discourse, suggesting that the concept and habit of leadership was not broadly discussed, shared and promoted. This sense was strengthened by the fact that at the time of the study, the college was headed by a charismatic and visionary leader. Indeed, the problem at the college seemed to be the Department of Higher Education and Training, which has failed the college in a number of ways.
- Full Text:
- Date Issued: 2020
- Authors: Chagi, Nonkonzo
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/140045 , vital:37827
- Description: Far-reaching reforms of the TVET college system – including a merger and frequent revisioning of the colleges’ role in the educational landscape of South Africa – have focused renewed attention on this sector. The fact that the sector has been plagued by poor performance – even to the extent that several colleges have been placed under administration – suggests problems at the level of leadership. This study sought to explore key role-players’ understanding of the leadership and management challenges faced by a TVET college and, by examining responses to these challenges, develop a sense of what leadership means in the sector. The study drew on three leadership theories – distributed leadership, transactional leadership as depicted in political models of management, and critical leadership – to help make sense of the findings. A qualitative case study design was used to explore key respondents’ views and lived experiences. The respondents were the principal, two deputy principals, a council member, three campus managers and a programme head. Interviews, questionnaires and document analysis were the chief data collection tools. The study found that critical leadership was the dominant approach at the college. This was revealed in the college leadership’s awareness of broader societal needs and its own role in operating in a socially just manner. College leadership also revealed signs of rejecting the status quo and opposing state control and bureaucracy, in favour of reactionary initiatives. There was limited evidence of distributed and transactional leadership. In fact, ‘leadership’ as such, seemed not to be part of the college discourse, suggesting that the concept and habit of leadership was not broadly discussed, shared and promoted. This sense was strengthened by the fact that at the time of the study, the college was headed by a charismatic and visionary leader. Indeed, the problem at the college seemed to be the Department of Higher Education and Training, which has failed the college in a number of ways.
- Full Text:
- Date Issued: 2020
A critical investigation of managing the standards development process for the life insurance industry in Namibia
- Authors: Kaimu, Himeesora Irene
- Date: 2003
- Subjects: Life insurance -- Management -- Namibia Insurance -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1481 , http://hdl.handle.net/10962/d1003362
- Description: The development of standards for education and training is regarded as a very important activity by many countries. Any country that sets standards for education and training is trying to define its training system and avoid duplication of training by providers who do not see eye to eye. National standards are public documents accessible to anyone interested in education and training. Namibia introduced standards setting as a core activity of administering the National Qualifications Framework in 1996 after the passing of the Namibia Qualifications Act by parliament. This research attempts to gain an understanding of how the process of developing standards for the Life Assurance Sector in Namibia was managed by focusing on the experiences of three persons who took part in the process of developing the said standards. The case study approach enabled me to gain considerable insight into management issues that may have influenced the process of developing these specific standards. The findings illuminate the management and leadership issues which characterised the process for the LA Industry. Several management issues emerge as key elements in the process. These include: A strong emphasis on transformational leadership through clear vision crafting; empowerment through emancipatory thinking; OD features such as problem solving and effective communication; the importance of organisational structure; the concept of a learning organisation and benchmarking as well as collegiality. This research explores the relationship between management thinking generally, and the management of the standards development process in particular.
- Full Text:
- Date Issued: 2003
- Authors: Kaimu, Himeesora Irene
- Date: 2003
- Subjects: Life insurance -- Management -- Namibia Insurance -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1481 , http://hdl.handle.net/10962/d1003362
- Description: The development of standards for education and training is regarded as a very important activity by many countries. Any country that sets standards for education and training is trying to define its training system and avoid duplication of training by providers who do not see eye to eye. National standards are public documents accessible to anyone interested in education and training. Namibia introduced standards setting as a core activity of administering the National Qualifications Framework in 1996 after the passing of the Namibia Qualifications Act by parliament. This research attempts to gain an understanding of how the process of developing standards for the Life Assurance Sector in Namibia was managed by focusing on the experiences of three persons who took part in the process of developing the said standards. The case study approach enabled me to gain considerable insight into management issues that may have influenced the process of developing these specific standards. The findings illuminate the management and leadership issues which characterised the process for the LA Industry. Several management issues emerge as key elements in the process. These include: A strong emphasis on transformational leadership through clear vision crafting; empowerment through emancipatory thinking; OD features such as problem solving and effective communication; the importance of organisational structure; the concept of a learning organisation and benchmarking as well as collegiality. This research explores the relationship between management thinking generally, and the management of the standards development process in particular.
- Full Text:
- Date Issued: 2003
A critical investigation of selected Cape and Transkei environment study programmes in junior primary schools
- Authors: Vinjwa, Nobuzwe
- Date: 1993
- Subjects: Environmental education -- Study and teaching (Elementary) -- South Africa Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1482 , http://hdl.handle.net/10962/d1003363
- Description: The introduction of Environment Study (ES) into the Junior Primary (JP) phase of the school was to facilitate the young learners' development of a sense of place, time and social identity. ES is important in the JP phase because it introduces pupils to the world around them and the environmental issues that affect their lives. ES in the JP phase can also provide pupils with the basic knowledge for survival in a changing world. ES in the JP phase is primarily designed to aid the pupils' development of a sense of identity. As with geography, it is concerned with space, place and time; and these are the criteria that should be taken into consideration in developing the child's sense of identity. Implementation of ES is largely influenced by the expertise and experience of the teachers, which will, in turn, influence their interpretation of the ES syllabus. The goals of ES require teachers to be able to use a variety of teaching strategies and to develop and use a variety of teaching resources. This study investigates existing ES programmes in a number of selected schools in the Cape, DET and Transkei in order to establish the extent to which pupils' developing sense of time, place and social identity are taken into consideration. Observations and interviews were conducted to assess the current ES syllabi for the Cape, DET and Transkei schools in relation to Catling's (1987) criteria; and to evaluate existing ES programmes in the six selected schools in the Grahamstown, Umtata and Mqanduli districts to ascertain the extent to which they met Catling's criteria. The results reveal that in all the Education Departments' syllabi, pupils' needs to developing a sense of time, place and social identity, as suggested by Catling's (1987) criteria, were considered only to a limited extent. Even in the syllabi where these were developed, it was by mere coincidence. Secondly, the programmes in the different schools observed did not meet Catling's criteria sufficiently, because the teachers were ignorant of Catling's criteria. Conclusions are drawn and recommendations made for teachers' awareness of Catling's criteria to be promoted, so that teachers can apply these in their teaching of ES; and for both Cape and Transkei ES programmes in the JP phase to be revised.
- Full Text:
- Date Issued: 1993
- Authors: Vinjwa, Nobuzwe
- Date: 1993
- Subjects: Environmental education -- Study and teaching (Elementary) -- South Africa Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1482 , http://hdl.handle.net/10962/d1003363
- Description: The introduction of Environment Study (ES) into the Junior Primary (JP) phase of the school was to facilitate the young learners' development of a sense of place, time and social identity. ES is important in the JP phase because it introduces pupils to the world around them and the environmental issues that affect their lives. ES in the JP phase can also provide pupils with the basic knowledge for survival in a changing world. ES in the JP phase is primarily designed to aid the pupils' development of a sense of identity. As with geography, it is concerned with space, place and time; and these are the criteria that should be taken into consideration in developing the child's sense of identity. Implementation of ES is largely influenced by the expertise and experience of the teachers, which will, in turn, influence their interpretation of the ES syllabus. The goals of ES require teachers to be able to use a variety of teaching strategies and to develop and use a variety of teaching resources. This study investigates existing ES programmes in a number of selected schools in the Cape, DET and Transkei in order to establish the extent to which pupils' developing sense of time, place and social identity are taken into consideration. Observations and interviews were conducted to assess the current ES syllabi for the Cape, DET and Transkei schools in relation to Catling's (1987) criteria; and to evaluate existing ES programmes in the six selected schools in the Grahamstown, Umtata and Mqanduli districts to ascertain the extent to which they met Catling's criteria. The results reveal that in all the Education Departments' syllabi, pupils' needs to developing a sense of time, place and social identity, as suggested by Catling's (1987) criteria, were considered only to a limited extent. Even in the syllabi where these were developed, it was by mere coincidence. Secondly, the programmes in the different schools observed did not meet Catling's criteria sufficiently, because the teachers were ignorant of Catling's criteria. Conclusions are drawn and recommendations made for teachers' awareness of Catling's criteria to be promoted, so that teachers can apply these in their teaching of ES; and for both Cape and Transkei ES programmes in the JP phase to be revised.
- Full Text:
- Date Issued: 1993
A critical investigation of the interpretation and implementation of the Parzival main lesson within the context of the Waldorf curriculum : a multiple case study
- Authors: Swanepoel, Elizabeth
- Date: 2010
- Subjects: Waldorf method of education Education -- Philosophy Teaching -- South Africa Perceval (Legendary character) Perceval (Legendary character) -- Study and teaching Grail Legends -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1483 , http://hdl.handle.net/10962/d1003364
- Description: The Steiner/Waldorf school movement is currently one of the fastest growing independent school movements internationally. In several countries it seems to have developed into the most popular form of alternative education. South Africa has 17 Waldorf schools and one full-time teacher training facility. This study investigated the interpretation and implementation of the Parzival main lesson within the wider context of the Waldorf curriculum. The main lesson system is an essential constituent of the Waldorf curriculum. Most academic subjects in a Waldorf school are taught in a three- or four-week main lesson block. The main lesson occupies the first two hours of the school day. A main lesson consists of a particular three-part structure, and the main lesson book is the keystone to the Waldorf evaluative process. The Parzival main lesson is specifically taught in Class 11, and most Waldorf schools consider it as one of the most important main lessons in the high school. The interpretivist model was ideally suited to this research. The investigation was conducted as a multiple case study, and the main source of data was provided by classroom observation. This was supported by interviews and classroom artifacts. The study involved two South African Waldorf schools at which the Parzival main lesson is taught. This main lesson is presented at only three South African Waldorf schools. I teach at the remaining school, and therefore conducted my research at the other two schools. The teachers who facilitated the Parzival main lesson, as well as the Class students at the selected schools voluntarily participated in the research. My research findings indicate that the possibility exists for the teacher to exercise a certain degree of freedom and creativity within the parameters of Waldorf methodology and the Waldorf curriculum. The study also determines that teachers often find it difficult to integrate the three-part structure, as indicated by Waldorf methodology, in a single main lesson. Furthermore, my research establishes that main lesson books can indeed serve as both text and as an assessment tool. I therefore conclude and maintain in this study, with particular reference to the Parzival main lesson, that despite the prescriptive structure of the Waldorf system and Steiner pedagogy, teachers need not necessarily sacrifice their freedom and creativity within the classroom.
- Full Text:
- Date Issued: 2010
- Authors: Swanepoel, Elizabeth
- Date: 2010
- Subjects: Waldorf method of education Education -- Philosophy Teaching -- South Africa Perceval (Legendary character) Perceval (Legendary character) -- Study and teaching Grail Legends -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1483 , http://hdl.handle.net/10962/d1003364
- Description: The Steiner/Waldorf school movement is currently one of the fastest growing independent school movements internationally. In several countries it seems to have developed into the most popular form of alternative education. South Africa has 17 Waldorf schools and one full-time teacher training facility. This study investigated the interpretation and implementation of the Parzival main lesson within the wider context of the Waldorf curriculum. The main lesson system is an essential constituent of the Waldorf curriculum. Most academic subjects in a Waldorf school are taught in a three- or four-week main lesson block. The main lesson occupies the first two hours of the school day. A main lesson consists of a particular three-part structure, and the main lesson book is the keystone to the Waldorf evaluative process. The Parzival main lesson is specifically taught in Class 11, and most Waldorf schools consider it as one of the most important main lessons in the high school. The interpretivist model was ideally suited to this research. The investigation was conducted as a multiple case study, and the main source of data was provided by classroom observation. This was supported by interviews and classroom artifacts. The study involved two South African Waldorf schools at which the Parzival main lesson is taught. This main lesson is presented at only three South African Waldorf schools. I teach at the remaining school, and therefore conducted my research at the other two schools. The teachers who facilitated the Parzival main lesson, as well as the Class students at the selected schools voluntarily participated in the research. My research findings indicate that the possibility exists for the teacher to exercise a certain degree of freedom and creativity within the parameters of Waldorf methodology and the Waldorf curriculum. The study also determines that teachers often find it difficult to integrate the three-part structure, as indicated by Waldorf methodology, in a single main lesson. Furthermore, my research establishes that main lesson books can indeed serve as both text and as an assessment tool. I therefore conclude and maintain in this study, with particular reference to the Parzival main lesson, that despite the prescriptive structure of the Waldorf system and Steiner pedagogy, teachers need not necessarily sacrifice their freedom and creativity within the classroom.
- Full Text:
- Date Issued: 2010
A critical review of literature on the expected roles of principals in schools
- Authors: Madaza, Simbongile Simphiwe
- Date: 2002
- Subjects: School principals -- South Africa School management and organization -- South Africa Educational change -- South Africa Educational leadership -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1914 , http://hdl.handle.net/10962/d1007243
- Description: Schools, like all organizations, are undergoing radical changes in the way that their business is conducted. "One of the most significant of these is that leadership, rather than management, needs to be seen as the most crucial focus for institutional development and growth in the years ahead," (Whitaker, 1993). In these projects I focus on three dimensions of leadership. First, a critical review of literature on the expected roles of principals in schools. Second, a case study of change management at a South African senior secondary school; and finally, a situational analysis of my organization with regard to organizational structure, leadership, decision making, communication and interpersonal relationships.
- Full Text:
- Date Issued: 2002
- Authors: Madaza, Simbongile Simphiwe
- Date: 2002
- Subjects: School principals -- South Africa School management and organization -- South Africa Educational change -- South Africa Educational leadership -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1914 , http://hdl.handle.net/10962/d1007243
- Description: Schools, like all organizations, are undergoing radical changes in the way that their business is conducted. "One of the most significant of these is that leadership, rather than management, needs to be seen as the most crucial focus for institutional development and growth in the years ahead," (Whitaker, 1993). In these projects I focus on three dimensions of leadership. First, a critical review of literature on the expected roles of principals in schools. Second, a case study of change management at a South African senior secondary school; and finally, a situational analysis of my organization with regard to organizational structure, leadership, decision making, communication and interpersonal relationships.
- Full Text:
- Date Issued: 2002
A critical review of some of Roald Dahl's books for children, with particular reference to a 'subversive' element in his writing, some responses to his work and its place in the education of the child
- Authors: Van Renen, Charles Gerard
- Date: 1986
- Subjects: Dahl, Roald -- Criticism and interpretation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1486 , http://hdl.handle.net/10962/d1003367
- Full Text:
- Date Issued: 1986
- Authors: Van Renen, Charles Gerard
- Date: 1986
- Subjects: Dahl, Roald -- Criticism and interpretation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1486 , http://hdl.handle.net/10962/d1003367
- Full Text:
- Date Issued: 1986
A critical review of the response of the Environmental Literacy Skills Programme to learner capabilities, and to the demands of the Working for Water training setting in an emerging Green Economy
- Authors: Fourie, Kathryn
- Date: 2017
- Subjects: Working for Water Programme , Environmental Literacy Skills Programme , Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7879 , vital:21317
- Description: This case study is guided by a social realist research approach. It is an investigation into if and how the Environmental Literacy Skills Programme (ESLP) responds to Working for Water learners' capabilities and the enabling and constraining factors that shape these, and to the demands of the WfW training setting in an emerging Green Economy. The context for the study is that of the Working for Water programme, an Expanded Public Works Programme (EPWP) run under the auspices of the Department of Environmental Affairs in South Africa. The study took place while piloting the newly created ELSP materials with a group of beneficiaries and contractors in Uitenhage, a town in South Africa's Eastern Cape Province. The study provides insights into the application of accredited training in an EPWP training environment, and critically considers the academic and practical suitability of the ELSP in the WfW context. It achieves this by considering how the ELSP seeks to respond to the education levels and experiences of contractors and beneficiaries, and the demands of the WfW training setting. To understand what underpins learner capabilities and experiences, it was necessary to investigate the conversion factors and enabling and constraining factors that influence WfW contractor and beneficiary capabilities and involvement in the ELSP training in the context of an emerging Green Economy. To develop these insights, data was gathered through participant observation, questionnaires, structured and semi-structured interviews, as well as document analysis. The theoretical framework of Amartya Sen's (1999) Capability Approach supports the study, which provides an alternative way of understanding the freedoms that people enjoy, or the lack of freedom they experience, in being able to live the kind of life they have reason to value. The Capability Approach provides the key concept of resource conversion, which is used in the study to discern the social, personal and environmental constraints and enablers that people experience in their lives. These either assist or dis-enable a person in converting a resource such as education, into a functioning such as desired employment. Through a social realist causal analysis model, key structures are identified that underpin the actions of beneficiaries and contractors in relation to their learning and career pathways. The study shows that while the ELSP does support the development of green skills and in part responds to learner capabilities (and enabling and constraining conversion factors), there is a lack of information as to where those skills can be applied in elementary green occupations, in part due to South Africa's focus on high-skills development linked to Green Economy objectives. The study makes recommendations for aligning environmental education with career guidance, as well as a recommendation for further detailed research into identifying elementary green occupations and associated learning pathways.
- Full Text:
- Date Issued: 2017
- Authors: Fourie, Kathryn
- Date: 2017
- Subjects: Working for Water Programme , Environmental Literacy Skills Programme , Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7879 , vital:21317
- Description: This case study is guided by a social realist research approach. It is an investigation into if and how the Environmental Literacy Skills Programme (ESLP) responds to Working for Water learners' capabilities and the enabling and constraining factors that shape these, and to the demands of the WfW training setting in an emerging Green Economy. The context for the study is that of the Working for Water programme, an Expanded Public Works Programme (EPWP) run under the auspices of the Department of Environmental Affairs in South Africa. The study took place while piloting the newly created ELSP materials with a group of beneficiaries and contractors in Uitenhage, a town in South Africa's Eastern Cape Province. The study provides insights into the application of accredited training in an EPWP training environment, and critically considers the academic and practical suitability of the ELSP in the WfW context. It achieves this by considering how the ELSP seeks to respond to the education levels and experiences of contractors and beneficiaries, and the demands of the WfW training setting. To understand what underpins learner capabilities and experiences, it was necessary to investigate the conversion factors and enabling and constraining factors that influence WfW contractor and beneficiary capabilities and involvement in the ELSP training in the context of an emerging Green Economy. To develop these insights, data was gathered through participant observation, questionnaires, structured and semi-structured interviews, as well as document analysis. The theoretical framework of Amartya Sen's (1999) Capability Approach supports the study, which provides an alternative way of understanding the freedoms that people enjoy, or the lack of freedom they experience, in being able to live the kind of life they have reason to value. The Capability Approach provides the key concept of resource conversion, which is used in the study to discern the social, personal and environmental constraints and enablers that people experience in their lives. These either assist or dis-enable a person in converting a resource such as education, into a functioning such as desired employment. Through a social realist causal analysis model, key structures are identified that underpin the actions of beneficiaries and contractors in relation to their learning and career pathways. The study shows that while the ELSP does support the development of green skills and in part responds to learner capabilities (and enabling and constraining conversion factors), there is a lack of information as to where those skills can be applied in elementary green occupations, in part due to South Africa's focus on high-skills development linked to Green Economy objectives. The study makes recommendations for aligning environmental education with career guidance, as well as a recommendation for further detailed research into identifying elementary green occupations and associated learning pathways.
- Full Text:
- Date Issued: 2017
A design experiment exploring the influence of visual and kinesthetic tools in learning Grade 8 linear algebra in a Namibian secondary school
- Authors: Kalua, Enos
- Date: 2019
- Subjects: Algebra -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92683 , vital:30724
- Description: Based on a broad literature review, understanding algebra is a challenge among learners in middle schools around the world. Early researches also indicated that algebra is often taught through inherent symbols and procedures. This does not exclude Namibian learners in secondary schools whom I have worked with for over 10 years. Examination reports (2014, 2016 and 2017) serve as evidence that learners performed poorly (below 45%) in the area of algebra, with these reports indicating that teachers need to strongly emphasise the issue of solving linear equations. Therefore, this study presents a proposed design research in an attempt to help learners develop meaningful understanding of linear algebra at Grade 8 level. Eight learners whose ages ranged from 13 - 14 years from one Namibian secondary school in Oshikoto region, in northern Namibia, were the participants in this study. The learners represented different groups of learning abilities, ranging from low learning abilities to high learning abilities. The designed programme for this intervention consisting of eight lessons was planned for three weeks and the lessons were conducted in the afternoon to avoid any interruption with normal learning hours. The study used four tools for data collection, namely, benchmark tests (pre-test and post-test), observation, focus groups and unstructured interviews. The data collected for this study was inductively analysed. The purpose of this study was to determine whether and how the specific visual and kinaesthetic teaching tools (diagrams, expansion box and balance method) used may have contributed to learners’ understanding of algebraic concepts and techniques (variables, expressions and equations). The study used diagrams (geometrical plane shapes) for separating terms, an expansion box for expanding brackets and the balance method for solving linear equations. The study revealed the use of diagrams helped the learners in understanding the separation of variable and constant terms when simplifying expressions through addition and/or subtraction. Moreover, the study also revealed that the use of an expansion box was useful for the learners in understanding expansion of brackets in expressions with more than one term. Regarding the use of the balance method, the study showed that learners were already able to solve linear equations by the transfer method, hence, the balance method was not necessary.
- Full Text:
- Date Issued: 2019
- Authors: Kalua, Enos
- Date: 2019
- Subjects: Algebra -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92683 , vital:30724
- Description: Based on a broad literature review, understanding algebra is a challenge among learners in middle schools around the world. Early researches also indicated that algebra is often taught through inherent symbols and procedures. This does not exclude Namibian learners in secondary schools whom I have worked with for over 10 years. Examination reports (2014, 2016 and 2017) serve as evidence that learners performed poorly (below 45%) in the area of algebra, with these reports indicating that teachers need to strongly emphasise the issue of solving linear equations. Therefore, this study presents a proposed design research in an attempt to help learners develop meaningful understanding of linear algebra at Grade 8 level. Eight learners whose ages ranged from 13 - 14 years from one Namibian secondary school in Oshikoto region, in northern Namibia, were the participants in this study. The learners represented different groups of learning abilities, ranging from low learning abilities to high learning abilities. The designed programme for this intervention consisting of eight lessons was planned for three weeks and the lessons were conducted in the afternoon to avoid any interruption with normal learning hours. The study used four tools for data collection, namely, benchmark tests (pre-test and post-test), observation, focus groups and unstructured interviews. The data collected for this study was inductively analysed. The purpose of this study was to determine whether and how the specific visual and kinaesthetic teaching tools (diagrams, expansion box and balance method) used may have contributed to learners’ understanding of algebraic concepts and techniques (variables, expressions and equations). The study used diagrams (geometrical plane shapes) for separating terms, an expansion box for expanding brackets and the balance method for solving linear equations. The study revealed the use of diagrams helped the learners in understanding the separation of variable and constant terms when simplifying expressions through addition and/or subtraction. Moreover, the study also revealed that the use of an expansion box was useful for the learners in understanding expansion of brackets in expressions with more than one term. Regarding the use of the balance method, the study showed that learners were already able to solve linear equations by the transfer method, hence, the balance method was not necessary.
- Full Text:
- Date Issued: 2019